Dr. Sofia Panagiotidou currently serves as Director of the Student Support Unit at the University of Macedonia in Greece, where she oversees services that accompany students throughout their studies and support their transition into the labour market. The Unit brings together key functions including internships and career services, international student support and mobility, and alumni relations and professional networking. Through this role, she contributes to strengthening the link between student support, employability, and international academic engagement. Amongst other things, Dr. Panagiotidou has been instrumental in championing student mentorship within her institution and in supporting the association agreement between A2KF and the University of Macedonia.

It felt only fitting to begin the Bridging the Gap interview series with a conversation on her experience of mentoring and on why she believes so deeply in its transformative value.

What follows is a Discussion with Ms Farida Ibrahim, Executive Assistant to the Director of A2KF.

Dr. Panagiotidou, thank you for agreeing to speak to us, it is a true pleasure. In your experience working with students in Greece and beyond, how have the expectations and realities of entering the workforce changed over the last decade?

Having worked as a career counselor at the University of Macedonia since 1996, I’ve had the privilege of observing several generations of students as they transition from education to employment. Over the years, I’ve witnessed significant shifts—not only in students’ expectations, but also in the very goals they set for their careers. For example, students who originally pursued studies in International Relations eventually turned to the field of advertising—some even launch their own businesses in the sector. This shift was often sparked by their early exposure to real-world experiences through volunteering, which helped them recognize their true inclinations and skills in their chosen direction while still students or recent graduates.

Indeed, one of the most striking changes is the growing interest in entrepreneurship. This shift is no longer confined to those with backgrounds in IT or engineering; the transformative potential and increasing accessibility of AI-driven innovation have opened new opportunities for individuals and teams across a wide range of academic disciplines. Students and recent graduates are increasingly drawn to launching their own ventures, motivated by a desire for autonomy, meaningful impact, and creative problem-solving.

At the same time, the modern workplace is becoming more complex. Intergenerational work environments often present challenges in communication, collaboration, and mutual understanding. These frictions can undermine both individual performance and team effectiveness—especially when organizations are not equipped to foster inclusive, adaptive cultures.

What remains constant, however, is the need for guidance. In this evolving landscape, career development is not about offering fixed answers, but about helping young people navigate ambiguity, identify their own values, and build sustainable strategies for personal and professional growth.

What new forms of inequality or exclusion do you see emerging at the intersection of education, employment, and technology—and how can institutions respond?

At the intersection of education, employment, and technology, we are witnessing a shift from traditional inequalities—such as access to schooling or professional networks—to more complex and layered forms of exclusion.

One of the most pressing challenges is the growing digital divide—not simply in terms of infrastructure or equipment, but in terms of digital literacy, adaptability, and the ability to meaningfully engage with emerging technologies such as AI. While some students are empowered by early exposure to tech-rich environments, others—often from marginalized or rural backgrounds—struggle to catch up, not because of lack of talent, but because of unequal access to opportunities for upskilling and experimentation.

In recent years, I have also observed a growing number of older adults returning to universities—either to pursue an entirely new career path or to enhance their knowledge and skills through postgraduate studies or professional training. While this is an encouraging development, it also reveals another gap: these learners often have less familiarity with digital tools and applications, and more importantly, they may lack the cultural mindset to engage with new technologies confidently. Many of them perceive AI and other emerging tools not as helpful instruments, but as potential threats—either to their professional identity or to the quality and control of their work.

Universities can respond to these challenges by shifting the focus from mere access to meaningful participation. This involves embedding tiered digital and AI literacy across all programs; teaching students how hiring algorithms function; supporting them in building e-portfolios and skills passports; and ensuring that learning materials are available in both Greek and English. Conducting accessibility audits and offering flexible, mobile-friendly microlearning options can further support students with disabilities and those balancing studies with work or caregiving responsibilities.

What role can mentorship play—not just in helping students find jobs—but in helping them imagine futures they may not have thought possible?

Mentorship, when it is authentic and grounded in lived experience, has the power to do far more than assist students in securing employment. It can open up imaginative space. It can plant seeds of possibility. It can challenge limiting beliefs—not through abstract motivation, but by showcasing real people who have walked unexpected paths and persevered.

In my role as a career counselor, I’ve had the privilege of cultivating long-term relationships not only with students, but also with alumni—many of whom return, years after graduation, eager to give back. What is particularly moving is how deeply these former students wish to share their knowledge and life lessons. They don’t simply want to present a polished success story; they want to offer perspective, honesty, and guidance drawn from the challenges they’ve overcome. They know what it feels like to be uncertain, to pivot, to fail and begin again—and that is precisely what makes them invaluable mentors.

Through the alumni network, these individuals serve as living proof that career paths are rarely linear and that professional growth often emerges from unexpected turns. Their stories help current students understand that there is no single “right” path, and that success does not always begin with ideal conditions. In fact, some of the most impactful mentoring moments occur when students hear how alumni succeeded despite difficult starting points—limited resources, a mismatch between their studies and their first job, or a career break they once feared would be impossible to overcome.

The connection between a career counselor and a student plays a pivotal role in fostering a culture of mentorship. Career guidance sessions often serve as the first space where students begin to recognize the value of mentoring—not only as beneficiaries, but also as future mentors themselves. At the University of Macedonia, and especially within its Career Office, we actively work to cultivate a mindset of contribution and mutual support. We encourage students to engage in dialogue with those who came before them and, in turn, to extend the same generosity and guidance to those who will follow.

Mentorship, then, is not simply a tool for employability. It is a form of relational learning that helps students imagine futures they may not have thought possible—by showing them that such futures already exist in others.

As career counselors—particularly when working to enhance employability—we have a responsibility to support students and alumni in building not only technical competencies, but also trust in technology as an ally. We must help them understand how to use digital tools in ways that serve their evolving goals—whether they are preparing for a new career, upskilling within their current field, or striving to remain relevant in a rapidly changing world.

Beyond this, universities must move beyond a reactive stance toward technological change and embrace a proactive, strategic role. It is essential that curricula are continuously reviewed and adapted—not only in terms of how work is performed, but also in light of the emerging skillsets required of modern workers and entrepreneurs. In the context of digital transformation, transversal competencies—such as adaptability, critical thinking, digital ethics, and the ability to collaborate across human-machine interfaces—are becoming just as essential as technical expertise.

Institutions must respond on multiple levels. This includes investing in inclusive digital education from an early stage; offering ongoing, context-sensitive training for both students and academic staff; and designing support systems that prioritize equity, not just efficiency. Moreover, career services must evolve—not only as points of information and guidance, but as spaces for reflection, self-awareness, and empowerment.

Ultimately, the question is no longer whether we use technology, but how we use it—and for whose benefit. Institutions have both the responsibility and the opportunity to ensure that innovation does not deepen existing divides, but instead become a bridge to a more inclusive and empowered future.

What have you learned, through your work and your own experience, about the kinds of support that truly make a difference in a young person’s academic or professional path?

Over nearly three decades of working closely with students and young graduates, one lesson stands out above all: meaningful support is rarely about giving answers—it’s about helping people ask better questions of themselves.

The kind of support that truly makes a difference is both practical and human. On the one hand, young people need access to accurate information, tools for decision-making, and guidance on how to navigate complex systems—whether that means understanding a job market, applying to graduate programs, or starting a business. On the other hand, and perhaps more importantly, they need spaces where they feel seen, heard, and trusted in their capacity to grow.

Many students arrive at career counseling sessions feeling overwhelmed, unsure, or afraid to admit they don’t know what they want. What transforms their trajectory is not a roadmap, but the presence of someone who listens without judgment, who asks the right questions at the right time, and who believes in their potential even when they don't yet believe in it themselves.

I’ve also learned that timing matters. Support must be consistent and responsive to the moment the student is in—not just at the point of graduation, but throughout their academic journey. Early exposure to career exploration, skill-building opportunities, and positive role models can help students make more intentional, empowered choices.

Finally, I’ve come to see that peer networks and mentoring relationships often carry more impact than even the most well-designed career services. Creating a culture where students are encouraged to support one another, to share insights and mistakes, and to reach out across generations—that is where long-term transformation begins.

True support is not about pushing someone toward a goal. It is about walking alongside them long enough for them to discover that they are capable of reaching it on their own terms.

To conclude this interview, I would like to share with you a few thoughts that have emerged from my long-standing experience in recognizing, managing, and pursuing goals:

A career is never just a destination—it’s a journey of becoming. As counselors and mentors, we don’t map the route. We walk alongside, offering light where there is doubt and space where there is discovery.

When a student feels heard, they begin to see possibilities. When they meet someone who’s been there, they begin to believe in them. And that is how careers begin—not with plans, but with people.

I am truly grateful for your thoughts. I appreciate your time and your contribitions to the Platform.